PBIS
Charise OlsonProject CoordinatorStudent Support Services
Positive Behavior
Intervention & Supports
What’s in a name?
PBS- Positve Behavior Supports
PBIS- Positive Behavior Intervention & Supports
SWPBS- School Wide Positive Behavior Supports
What is it?
• How decisions are made• How things are done• How staff interact with students
PBIS
1. Systems (How things are done) Team based problem solving Data-based decision making Long term sustainability
2. Data (How decisions are made) On going data collection & use Office Referrals (# per day per month, location, behavior, student) Suspension/expulsion, attendance, tardies
3. Practices (How staff interact with students) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors Functional behavioral assessment
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing Support Systems for Student Success
0%
20%
40%
60%
80%
100%
Pe
rce
nta
ge
of
Stu
de
nts
1 2
Office Discipline Referral PatternsMeans across N = 76 Illinois Elementary Schools
6+
'2-5'
'0-1'
Statewide Assessment ScoresPatterson School
Reading3rd 5th
0
20
40
60
80
100
% o
f st u
d ent
s m
e etin
g b e
n chm
a rk
1998
1999
2000
2001
Office Discipline Referrals per Day per 100 Students 02-03 (Illinois)
00.20.40.60.8
11.21.41.61.8
2
1 2
t = 2.54 (20); p < .02 t = 1.67 (67); p < .009
OD
R p
er
Da
y p
er
10
0
Stu
den
ts
Elementary School Administrative & Instructional Savings (76 schools)
• If an ODR consumes an average of 15 min of administrative time,– 18,003 referrals = 270,045 min saved– 4,500 hours saved– 562 8 hr days saved
• If an ODR consumes an average of 45 minutes of student time,– 18,003 referrals = 810,135 min saved– 13,502 hrs saved– 2,250 6-hr days savedPBIS data State of Illinois
Data Driven Decision Making
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
0
5
10
15
20
25
30 N
um
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
Universal Level
School assessmentPBIS Leadership TeamSet of Positive ExpectationsReward System for students (& staff)Identification and Establishment of School CultureData Collection/Data Driven Decisions
Getting
Started!
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Carmen Arace Intermediate, Bloomfield
Woodlawn Middle School Beavers Code of Conduct
Classroom Hallway Cafeteria
I am Respectful Raise hand to speak Refrain from
inappropriate and negative language
Listen politely and speak respectfully
Respect school property
Keep classroom neat and clean
Refrain from inappropriate and negative language
Keep hallways neat and clean
Use conversational tones
Speak in conversational tones
Refrain from inappropriate and negative language
Maintain position in line
Keep eating area clean
I am Responsible Arrive on time, prepared to work
Copy homework into agenda
Follow all directions Complete daily
objectives and assignments
Accept consequences without arguing
Walk directly to class Use lockers at
designated times Walk to the right in
the hallway Follow directions
given by staff Accept consequences
without arguing
Bring lunch and lunch money to cafeteria
Follow direction given by staff
Accept consequences without arguing
I am Safe Keep hands, feet, and objects to myself
Stay in assigned seat Follow safety
procedureso Special areaso Exiting for
emergencies
Avoid physical contact
Refrain from running
Remain seated once food is purchased
Avoid physical contact
Universal Level
Prevention
Anticipating problem behaviorKnow what they are going to do when and where
If we can predict it, we can prevent it!
“Without school-wide prevention, we cannot reliably identify targeted-level students.”
Steps for Pre-correction
1. Identify the context
2. Pinpoint predictable problem behavior
3. Specify expected behavior
4. Change the context – make it less likely to get the behavior you don’t want & more likely to get the behavior you want.
Pre-correction
5. Conduct behavior rehearsals (i.e. practice)
6. Provide strong reinforcement for expected behavior
7. Prompt expected behavior
8. Monitor the process and effect
Remember you are competing against conditioned behavior!
Good Behavior Support Plans
Use a Competing Behavior Pathway to build an intervention plan that makes existing problem behavior pathway:
Irrelevant: Using prevention
Inefficient: Teaching new skills, providing alternatives, increasing reinforcement of positive behaviors
Ineffective: Decreasing reinforcement of problem behaviors
Secondary/Supplemental
Designing a Behavior Support Plan
Preventive Strategiesaka: Make the problem behavior irrelevant
What modifications to the environment (academic, social, physical) may PREVENT the problem behavior?
What adjustments will make the problem behavior unnecessary?
Designing a Behavior Support Plan
Teaching Strategiesaka: Make the problem behavior inefficient
What skills can be taught to the student that:
1) will meet the same need, or function, as the problem behavior,
AND 2) will improve the student’s ability to cope and adjust to the
circumstances?
Designing a Behavior Support Plan
Function/Consequence Strategiesaka: Make the problem behavior
ineffective
Make sure the child gets what they want or avoids what they want to avoid ONLY when the desired/replacement behavior is displayed.
Make sure they do not get what they want or successfully avoid whatever it is when they engage in the problem behavior.
When it is time to transition to a different activity or unexpected changes occur in the schedule, third grader Ben throws his materials or knocks over his chair, disrupting and delaying the entire class.
Ben has had to miss recess for this behavior. He has to pick up his materials which delays his participation and sometimes delays the class. He has been sent to the office. The teacher has spoken to Ben’s parents.
targeted Behavior
Sample Strategies
Provide a written or picture schedule and refer to it throughout the day. Prepare Ben for changes, by noting them on the schedule.
Teach him to ask for clarification or assistance regarding changes. Reward him for smooth transitions.
If materials are thrown, have him pick up his materials after he finishes the next activity.
secondary Interventions
Plan for Implementation
Plan for Modification
Plan for Monitoring
Tertiary/intensive Level
Individual
Intensive
Team Oriented
Data-Driven
Funding Visibility PoliticalSupport
Training Coaching Evaluation
Local School Teams/Demonstrations
Systems Implementation Logic
Leadership Team
Active & Integrated Coordination
Next steps:February 4, 2010 PBIS Overview Training for district and site administratorsAwareness MeetingsAgreementBegin the journey!
Q&A Time
Thank you!